<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-5987</journal-id>
<journal-title><![CDATA[Childhood & Philosophy]]></journal-title>
<abbrev-journal-title><![CDATA[child.philo]]></abbrev-journal-title>
<issn>1984-5987</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado do Rio de Janeiro]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-59872021000100205</article-id>
<article-id pub-id-type="doi">10.12957/childphilo.2021.53695</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[&#8216;Seeing&#8217; with/in the world: becoming-little]]></article-title>
<article-title xml:lang="es"><![CDATA[&#8216;Viendo&#8217; con/dentro el mundo: devenir-pequeño]]></article-title>
<article-title xml:lang="pt"><![CDATA[&#8216;Ver&#8217; com / no mundo: tornar-se pequeno]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giorza]]></surname>
<given-names><![CDATA[Theresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murris]]></surname>
<given-names><![CDATA[Karin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of the Witwatersrand  ]]></institution>
<addr-line><![CDATA[Johannesburg ]]></addr-line>
<country>South Africa</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Oulu  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Finland</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-59872021000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-59872021000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-59872021000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[abstract Critical posthumanism is an invitation to think differently about knowledge and educational relationality between humans and the more-than-human. This philosophical and political shift in subjectivity builds on, and is entangled with, poststructuralism and phenomenology. In this paper we read diffractively through one another the theories of Finnish architect Juhani Pallasmaa and feminist posthumanists Karen Barad and Rosi Braidotti. We explore the implications of the so-called &#8216;ontological turn&#8217; for early childhood education. With its emphasis on a moving away from the dominant role of human vision (knowing and seeing) in educational research we show how videoing and photographing works as an apparatus in an analysis of data from an inner-city school in Johannesburg, South Africa. We are struck by children&#8217;s seeing with the &#8216;eyes of their skin&#8217; (Pallasmaa) and &#8216;seeing&#8217; with/in the world (posthumanism), as their obvious distress is felt when a small tree sapling has been mowed down in a nearby park. We analyse the event with the help of a variation on Deleuze&#8217;s notion of &#8216;becoming-child&#8217;: &#8216;becoming-little&#8217;, and Anna Tsing&#8217;s &#8216;the arts of noticing&#8217;. &#8216;Becoming-little&#8217; as a methodology disrupts the adult/child binary that positions &#8216;little&#8217;, younger humans as inferior to their &#8216;bigger&#8217; fully human counterparts. We exemplify &#8216;becoming-little&#8217; through 4 and 5 year-olds&#8217; learning with the little tree and adopt Barad&#8217;s temporal diffraction to &#8216;see&#8217; what is in/visible in the park: the extractive, exploitative, colonising mining practices of White settlers. These are still part of the land on which the park was created but are in/visible beneath the &#8216;skin&#8217; of the earth.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[resumen El posthumanismo critic es una invitación a pensar de otra manera acerca del conocimiento y la relacionalidad educativa entre los humanos y los más-que-humanos. Este cambio filosófico y político en la subjetividad se construye sobre el postestructuralismo y la fenomenología, y está enredado con ellos. En este artículo leemos difractivamente una y otra teorías del arquitecto finlandés Juhani Pallasmaa y las feministas posthumanistas Karen Barad y Rosi Braidotti. Exploramos las implicancias del llamado &#8216;giro ontológico&#8217; en la educación para la primera infancia. Con su énfasis en un alejamiento del rol dominante de la visión humana (saber y ver) en la investigación educativa, mostramos cómo el video y la fotografía funcionan como aparato en el análisis de datos de una escuela del centro urbano de Johannesburgo, Sudáfrica. Nos impacta el hecho de que los niños vean con los &#8220;ojos de su piel&#8221; (Pallasmaa) y &#8220;vean&#8221; con/dentro del mundo (posthumanismo) en tanto se percibe su obvio malestar y preocupación cuando un árbol joven es cortado en un parque cercano. Analizamos el evento con la ayuda de una variación de la noción de Deleuze de &#8220;devenir-niño&#8221;: &#8220;devenir-pequeño&#8221;, y de &#8220;el arte de notar&#8221; de Anna Tsing. Como metodología &#8220;devenir-pequeño&#8221; disrrumpe el binario adulto/niño que posiciona a los humanos &#8220;pequeños&#8221;, más jóvenes como inferiores a sus contrapartes &#8220;más grandes&#8221; completamente humanas. Ejemplificamos el &#8220;devenir-pequeño&#8221; a través del aprendizaje de niños de 4 y 5 años con el arbolito y adoptamos la difracción temporal de Barad para &#8220;ver&#8221; qué es in/visible en el parque: las prácticas mineras extractivas, explotadoras y colonizadoras de los colonos Blancos. Estas todavía son parte del terreno en el que el parque fue creado pero son in/visibles debajo de la &#8220;piel&#8221; de la tierra.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[resumo O pós-humanismo crítico é um convite a pensar de outra forma sobre o conhecimento e a relacionalidade educacional entre os humanos e o mais-que-humano. Essa mudança filosófica e política na subjetividade se baseia e se enreda no pós-estruturalismo e na fenomenologia. Neste artigo, lemos, de forma difrativa, as teorias do arquiteto finlandês Juhani Pallasmaa e das pós-humanistas feministas Karen Barad e Rosi Braidotti. Exploramos as implicações da chamada "virada ontológica" para a educação da primeira infância Com sua ênfase no afastamento do papel dominante da visão humana (saber e ver) na pesquisa educacional, mostramos como o vídeo e a fotografia funcionam como um aparato na análise de dados de uma escola no centro de Joanesburgo, África do Sul. Ficamos impressionados com as crianças vendo com os "olhos de sua pele" (Pallasmaa) e "vendo" com / no mundo (pós-humanismo), já que sua óbvia angústia é sentida quando uma pequena muda de árvore foi ceifada em um parque próximo. Analisamos o evento com a ajuda de uma variação da noção de "tornar-se-criança" de Deleuze: "tornar-se-criança" e "as artes de perceber" de Anna Tsing. &#8216;Tornar-se pequeno&#8217; como metodologia perturba o binário adulto / criança que posiciona &#8216;pequenos&#8217;, humanos mais jovens, como inferiores a seus &#8216;maiores&#8217; totalmente humanos. Nós exemplificamos o "tornar-se pequeno" por meio da aprendizagem de crianças de 4 e 5 anos com a pequena árvore e adotamos a difração temporal de Barad para "ver" o que é in/visível no parque: as práticas de mineração extrativistas, exploradoras e colonizadoras dos colonos brancos. Eles ainda fazem parte da terra na qual o parque foi criado, mas são in/visíveis sob a "pele" da terra.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[posthumanism]]></kwd>
<kwd lng="en"><![CDATA[temporal diffraction]]></kwd>
<kwd lng="en"><![CDATA[barad]]></kwd>
<kwd lng="en"><![CDATA[critical geography]]></kwd>
<kwd lng="en"><![CDATA[subjectivity]]></kwd>
<kwd lng="es"><![CDATA[educación de la primera infancia]]></kwd>
<kwd lng="es"><![CDATA[posthumanismo]]></kwd>
<kwd lng="es"><![CDATA[difracción temporal]]></kwd>
<kwd lng="es"><![CDATA[barad]]></kwd>
<kwd lng="es"><![CDATA[geografía crítica]]></kwd>
<kwd lng="es"><![CDATA[subjetividad.]]></kwd>
<kwd lng="pt"><![CDATA[educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[pós-humanismo]]></kwd>
<kwd lng="pt"><![CDATA[difração temporal]]></kwd>
<kwd lng="pt"><![CDATA[barad]]></kwd>
<kwd lng="pt"><![CDATA[geografia crítica]]></kwd>
<kwd lng="pt"><![CDATA[subjetividade.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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